Write short answers to the following questions in a random order in the squares below.

Ø If you were to get a tattoo, what would it say or what would the graphic be?

Ø If you could change one part of your body, what would you change?

Ø What will you do this weekend if the weather is good?

Ø If you could play any musical instrument, what would it be?

Ø If you won a lot of money, what would you buy first?

Ø If you study English next year, where will you study?

Ø If the teacher gives you homework tonight, will you do it?

Ø If there was a fire in your home, what would be the first thing you’d take outside?

Ø If you could go anywhere in the world tomorrow, where would you go?

Ø If you have enough money for a holiday this year, where will you go?

Ø If you could choose one famous person to have dinner with, who would it be?

Ø If you could have any job in the world, what would you like to be?

Conditional Thoughts

Write short answers to the following questions in a random order in the squares below.

Ø If you were to get a tattoo, what would it say or what would the graphic be?

Ø If you could change one part of your body, what would you change?

Ø What will you do this weekend if the weather is good?

Ø If you could play any musical instrument, what would it be?

Ø If you won a lot of money, what would you buy first?

Ø If you study English next year, where will you study?

Ø If the teacher gives you homework tonight, will you do it?

Ø If there was a fire in your home, what would be the first thing you’d take outside?

Ø If you could go anywhere in the world tomorrow, where would you go?

Ø If you have enough money for a holiday this year, where will you go?

Ø If you could choose one famous person to have dinner with, who would it be?

Ø If you could have any job in the world, what would you like to be?

At, in and on to express location

11.5. Miming the prepositions (T-Cl)

Let the students decide how they will show each preposition (e.g. clap, stamp, wave a hand…). Write it on the board for them to see during the activity. When you pronounce the words/phrases students decide which preposition to use and do the corresponding action.

To make it more complicated the teacher can also participate, but try to mislead tem, showing the different action.

at

in

on

Home
School
Work
University
Airport
Charlie’s wedding
Number 11, Abbey Road
Hanna’s b-day

Let the students decide if they are noughts or crosses. Give them the grids. To put their symbol they have to say the phrase where the preposition is used. Their partners listen and check for mistakes. They should not repeat the phrases. The winner is the one who has 3 symbols in one line.

Then they can change the roles and repeat the game with another grid if there is enough time.

Noughts and crosses

in

at

in

at

on

on

on

in

at

at

in

at

in

at

on

on

on

in

in

on

on

at

in

on

at

at

in

Unit 12

Nouns

12.1.Going places (PW)

Material: a card for each pair of students

The idea has been taken from Teach-This.com

Write the following on the board:

What do you need to take with you on a summer holiday?

Countable Nouns Uncountable Nouns.

Ask the students to imagine that they are going to go on a summer holiday and to brainstorm items they need to take with them. As students call out the items, ask them to say which heading they belong to. Next, explain that students are going to race each other to write lists of things they need in different situations.

Divide students into pairs and allow them to choose a card. Students then brainstorm words for that situation under the Countable and Uncountable headings on their card. Give them the time limit of 5-6 min.

Students then calls out their answers in turns. The others listen attentively for mistakes. They win one point for each correct word. The pair with the highest total score wins.

12.2.Countable and uncountable associations (PW/GW)

Material: worksheet for each pair/group of students

Let the students work in pairs or in groups of 3. Show them the first picture (fold the paper on the line) and ask what are their associations with it (nouns). Ask them which of the nouns they named are countable and which are uncountable. Give them the worksheets with example and set the time limit. Then students name one word in turns, stating the category (count/uncount). The others listen and agree or disagree with the categories. They shouldn’t repeat the words. The pair/group to name the last word wins.

12.3.Name that noun (Whole class)

Material: Objects brought in by students and the teacher

The game is taken from “Fun with Grammar” by Suzanne W.Woodward, Prentice Hall Regents, 1997

The day before, tell students to bring in two objects from home – one a countable noun and one an uncountable noun. Encourage them to find unusual items.Bring in your own objects to use as uncount nouns because these will be more difficult for students to find.

Collect the objects and distribute them around the class with a number for each. Have the students walk around, looking at the objects. On a paper, they write what noun they think each number indicates and whether it is count or uncount. They can write only one noun for each number (so if two apples and a pear have the same number, they must write “fruit”).

Go over the answers and have students check how many they got correct.

The activity has been taken from Grammar Practice Activities by Penny Ur, Cambridge University Press, 2006

Give the students a title of a poem: something which is likely to be rich in associations, like Night or Home or the Sea. You might take title from the topics you have studied recently in class or ask students to suggest one.

Invite students to write a noun phrase describing an association the topic has for them. Then write the suggestions on the board.

Night

Darkness

An owl calling

The world at rest

The result is a sort of impressionistic poem.

The contributions may be richer if students are allowed to add a word or two to each such phrase – a prepositional phrase, an adverb, a verb, e.g.:

Darkness over everything

An owl calls in the distance

The world is at rest

but the basis remains the noun phrase.

Variations

Each student has a blank sheet of paper and is giver or (better) chooses an individual topic, which he or she writes at the top of the page. Then they write the first line of the poem, as suggested above, and pass the paper to a neighbour. The neighbour continues with a second line – and so on. Papers may be left open throughout, so that every new contributor can see everything that has been written before; or folded, leaving visible only one previous line.

The results may then be read out to the class, or, having been checked and corrected by you, copied put and displayed.

Unit 13

Ways of contrasting ideas

13.1.Pluses and minuses (PW)

Material: cards with blank grids

Ask students if they know Vkontakte public “Pluses and minuses”. If they do, elicit, what people write here. If not, give an example (give an example even if they know it).

To be able to draw:

+ you are cool+ you know what to do in you free time+ you are creative

- can you draw me?- you are absent-minded sometimes- there is always someone who does it better

Jonny Depp

+ handsome+ great actor!+ Pirates of the Caribbean+ Alice in Wonderland+ a musician, too+ own island

- married- 52 years old- lives in Los Angeles - no Oscar

1) They work in pairs and think of as many pluses and minuses as they can. Then they count their + and -. The winner is the pair with the biggest amount of them.

2) They compare their ideas. But to do that they have to name both pluses and minuses using some language of contradiction, e.g. Jonny Depp is handsome, but he’s married. He has no Oscar even though/despite the fact that he’s a great actor. The pair to use more examples of contrasting language wins.

13.1.1. Variation/extension(PW)

You can ask students to make up their own themes (something they are good at or something they like or know well enough).

13.2.Looking on the bright side (PW)

Material: worksheet for each pair

The article has been taken from http://www.independent.co.uk and adapted.

The teacher asks the students if they know unlucky people.

Then they read the article about Tsutomu Yamaguchi und underline examples of contrasting language (But something happened, But he made it home, But still he persisted, Though this atomic bomb was more powerful, but their home was destroyed, Though he suffered from severe radiation poisoning, Though there are thought to be 165 survivors of both bombings.)

In pairs they summarize the article, using contrasting language and focusing on the bright side: His home city was attacked, but his family survived… But he got the chance to fight for disarmament… But he lived until 93…). The pair to write the biggest amount of positive statements wins.

13.2.1. Variation/extension (PW)

Students work in pairs and tell each other about their unlucky days. Their partners should suggest as many positive sides of the situation as they can (using contrasting language). The student to name the biggest amount of positive sides wins.